Title Exploring the 10 Partners Day 1 Date January.

18, 2021

Subject Math Grade Level 2

Developed by Alison Wild Time Frame 40 minutes

Stage 1: Desired Results

GLOs Students will develop number sense

SLOs 10. Students will apply mental mathematics strategies for basic addition facts and related
subtraction facts to 18. [C, CN, ME, PS, R, V]

Learning Students will identify number pairs that add together to make 10 (i.e. 10 partners)
Objectives
Students will create the number 10 using 10 frames

Students will describe equations using terminology such as “part/part/whole”

Stage 2: Assessment Evidence

Summative N/A Formative Observations, conservations, and making

Assessment Assessment note of student progress

Hold up the 10 Partner!

Stage 3: Learning Experience

Prior to Lesson: Students have used fingers,
number lines, blocks, dice, and
drawings to assist with building
and solving addition equations.
Students have worked with
“part/part/whole” and are starting
to get comfortable with addition
vs subtraction terminology.
Resources to “Friends of 10” anchor chart
Bring/Tech:
Popsicle stick number signs
Laminated 10 frames
Technology for Video and Interactive
Activity
https://www.youtube.com/watch?v=n2Nfe
z2e67k

https://wow.boomlearning.com/play/34huj
ZE3njGm9H5b4/teacher

Time: Content/Description Notes

INTRODUCTION
I will explain to students how 10 frames can be used to help us add and subtract
numbers. Each row is 5 squares. When the entire frame is full that means that there
are 10 “items” inside of the frame. I’ll show various examples of how numbers look
inside the frame.

This introduction can help students visualize what 10 looks like in the frames -
ultimately helping with addition and subtraction.

I will explain how knowing the 10 partners aka the pairs that add up to 10 can be
extremely useful in addition. Today will be a day filled with memorizing and applying
“Friends of 10” addition facts.

BODY
STRATEGY: MAKE A 10

Introduction to 10 Partners
I will prepare a "Friends of Ten" anchor chart to provide students with visual support
as they work through problems. I will explain to students that using mental math
strategies to make a 10 can help us with addition. For example, If we know the "10
partner" for 7 is 3 then when students see 7 + 4 they will know it is 11 because it is 1
more than 10. If we know that the "10 partner" for 8 is 2, then when we see 8 + 4 we
will know it is 10 + 2 = 12.

Using individual popsicle sticks with numbers 0 - 10 glued on top of them I will act out
the various 10 Partners. I will hold up one of the popsicle stocks and ask students to
help me identify his partner.

Video Time
I will play the “​I Like to Make 10!”​ video (2 min.) to provide students with a
representation of information. This video shows the 10 partners in the form of building
blocks rather than 10 frames.

Filling 10 Frames with 10 Partners

Each student will be given a personal 10 frame and will use 2 different coloured
counters to build the 10 partners. I will provide students with the first number and they
will put that number on the frame. Remind students that the order of addition does
not​ matter (e.g. 7 + 3 and 3 + 7 both equal 10 regardless of the order). However, it is
still important for students to identify the 10 partners for both orders (the 10 partner
for 7 is 3 and the 10 partner for 3 is 7).

Counters can be plasticine - each student gets 20 balls that they can stick on the
frames (10 of them being one colour and the other 10 being a different colour).
I will have students record the number sentence for each round on the “Rainbow to
10” worksheet. We will go through each partner in both orders and record them side
by side. This will be a guided activity and students can refer to this worksheet during
the unit.

Interactive Chocolate Chip Activity

As a class we will begin this interactive activity. Students will take the role of a baker
who wants each cookie to have ​exactly 1 ​ 0 chocolate chips. Students will use their
knowledge of 10 partners and 10 frames to make this possible.

Example:​ How many more chocolate chips need to go onto the cookie to make 10?
We are starting with 3 chocolate chips so how many more (addition) do we need to
make 10? In other words, what is the 10 partner for 3?

CONCLUSION

Hold up the 10 Partner (formative assessment)

For this closing activity, I will hold up one of my popsicle stick number signs and
students are to hold up the 10 partners using their fingers. I will do a couple rounds of
this activity.